years 1 to 10 sourcebook module science upper primary level · science upper primary level years 1...

© The State of Queensland (The Office of the Queensland School Curriculum Council) 2000

SCIENCE

UPPER PRIMARY

Level

YEARS 1 TO 10 SOURCEBOOK MODULE

IntroductoryComponents ofhabitatsThe needs of plants

DevelopmentalSoil, sunlight, wind and waterInteractions betweenliving thingsFood websCompetitionPlants and sunlight

F 1 2 3 4 5 6 B6

Interactions in theenvironment

StrandLife and Living

Key conceptEnvironments are dynamic and have living and non-living componentswhich interact.

Purpose

Activities in this module are designed to help students understand theinteractions occurring between living and non-living parts of theenvironment. Students have opportunities to:

• collect information about different living things in various habitats;

• identify and describe the non-living components of various habitats;

• examine the interactions that take place between non-living parts ofecosystems;

• use collected information to construct food chains and food webs thatdescribe feeding relationships between living things;

• analyse interactions between living things;

• explore and elaborate ideas about how living things use non-livingcomponents of the environment to meet their needs.

Overview of activities

The following table shows the activities in this module and the way in whichthese are organised in introductory, developmental and culminating phases.

CulminatingInteractions

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Core learning outcomes

This module focuses on the following core learning outcomes from theYears 1 to 10 Science Syllabus:

3.3 Students describe some interactions (including feeding relationships)between living things and between living and non-living parts of the environment.

4.3 Students make generalisations about the types of interaction which takeplace between the living and non-living parts of the environment.

Core content

This module incorporates the following core content from the syllabus:

Natural relationships

• interactions between living things — food chains/webs, competition forresources

• interactions between living and non-living things to meet needs

• interactions between non-living things — effects on environments

Ecosystems• roles of organisms — producer, consumer, decomposer

Assessment strategy

Suggestions for gathering information about student learning are provided ineach of the activities in this module. Once sufficient information has beencollected, judgments can be made about students’ demonstrations of outcomes.Typical demonstrations of this module’s intended outcomes are provided hereto indicate the pattern of behaviour to look for when making judgments.

3.3 Students describe some interactions (including feeding relationships)between living things and between living and non-living parts of theenvironment.

Students may:• recognise that plants and animals co-exist in a particular place;• describe some interactions between non-living things in an environment;• construct food chains after collecting information about organisms living in

various habitats.

4.3 Students make generalisations about the types of interaction which takeplace between the living and non-living parts of the environment.

Students may:• conclude that non-living things interact with each other — for example, sun

heats water, water evaporates, water washes away soil when it rains;• generalise about the interactions between living and non-living components

of an ecosystem;• construct food webs after collecting information about organisms living in

various habitats;• analyse the interactions between living things in an ecosystem.

Life and Living

Life and Living

Life and Living

Life and Living


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Background information

Current scientific conceptions

An organism is any living thing. The terms ‘organism’ and ‘living thing’ canbe used interchangeably.

A habitat is the living place of organisms.

A population is a group of organisms of the same species living in a given areaat the same time.

A community is a number of populations of different organisms living in thesame habitat.

The term environment refers to the conditions of the area in which anorganism lives.

An ecosystem is a community of organisms interacting with one another andwith the environment in which they live. It consists of living and non-livingcomponents. There are many different types of ecosystems — for example,rainforest, marine, rocky shore, pond, roadside, grassland, farmland and homegarden. The animals, plants and micro-organisms living in each ecosystem aredifferent, as are the non-living components. For example, a pond ecosystemhas living components such as algae, pond weeds, shrimps, toads, crabs,insects, tadpoles, small fish and micro-organisms; and once-living componentssuch as dead leaves and waste products of animals. The non-livingcomponents include air, rocks, clay, sand, gravel, silt, water and sunlight. Agrassland ecosystem has living components such as grass, small plants,earthworms, grasshoppers, birds, caterpillars, fungi and micro-organisms; andonce-living components such as the remains of dead plants and animals andanimal waste. The non-living components include air, water, sunlight, rocksand the inorganic constituents of soil, such as sand, gravel, silt and clay.

Three important relationships occur in an ecosystem:

• Non-living components interact with each other.

• Living components interact with non-living components.

• Living components interact with each other.

Interactions between non-living components

In nature, soil, sunlight, air and water interact with each other — for example:

• Water in rivers and seas gets heated by the sun and evaporates.

• Soil is washed away by rain.

• Wind blows dust/dirt away exposing rocks, which are broken down by heatand water.

• Gases from the air dissolve in water.


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Interactions between living and non-living components

There are many ways in which living and non-living components of anecosystem interact — for example:

• Animals drink water, and plants take in water through their roots.

• The wastes produced by plants and animals go into the soil.

• Earthworms aerate the soil.

• Plants and animals need oxygen from the air, and green plants need oxygenand carbon dioxide from the air.

• The roots of plants help to stabilise soil and thus prevent erosion.

Interactions between living components

The following are some examples of ways in which living components of anecosystem interact:

• Plants are sources of food, oxygen, carbon dioxide and shelter for livingthings.

• Animals are sources of food and carbon dioxide for living things.

• Some animals are agents of pollination and seed dispersal. For example,when bees are drawing nectar from flowers, pollen on their bodies maycome into contact with the stigma, and pollination may occur. Migratingbirds can carry seeds in their feathers, their digestive systems and the mudon their feet and thus contribute to seed dispersal.

• Decomposers such as bacteria use wastes of plants and animals.

• Living things often compete for the same resources.

• Various feeding relationships exist between animals.

A food chain is a way of showing the feeding relationships between organisms.It represents the way in which food and the energy stored within it aretransferred through an ecosystem — for example:

green grass ➝ grasshopper ➝ bird ➝ cat

Each living thing is the food of the next living thing in the chain. The arrowsindicate the direction in which the energy moves from organism to organism.

A food web is a way of showing a number of interconnected food chains.It represents the feeding relationships and transfers of energy that occurbetween producers and consumers, including decomposers.

Food webs are dynamic; they undergo continual change due to particularspecies leaving the area, the addition of new species and the populationpatterns of each species. Changes in physical factors will also affect the foodweb — for example:

• changes in the acidity of soil and water, in the contents of soil and water,and in the amount of water available;

• changes in humidity and temperature caused by climate changes;

• changes caused by erosion and human intervention.

Changes to the number of one type of organism may affect the entire food web.

Green plants such as grass, eucalyptus trees and pond weeds are producers.They convert the sun’s light energy into food (stored energy) by the process ofphotosynthesis. All food chains start with a producer.


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Consumers are living things that depend on other living things for food.First-order consumers feed on producers, and second-order, third-order andother higher-order consumers feed on lower-order consumers. First-orderconsumers are known as herbivores; second-order, third-order and otherhigher-order consumers are called carnivores. Consumers that feed on bothproducers and other consumers are known as omnivores.

Decomposers are consumers that obtain nutrients by breaking downbiological waste and dead organisms into simple chemical substances.Examples are bacteria, fungi and some small animals such as insects andearthworms. In terrestrial environments, decomposition results in nutrientsbeing deposited into the soil and gases being added to the air.

Competition occurs when individual living things or groups of living thingscompete for the same resources — for example, food and nesting sites.

Students’ prior understandings

Students’ prior understandings may differ from current scientific conceptionsin a range of ways.

Some students may think that:

• plants and animals are the only components of ecosystems;

• plants, animals and micro-organisms do not depend on each other forsurvival;

• there is no interrelationship between living things and non-livingcomponents of the environment;

• non-living components of environments do not change;

• changes in the number of one type of organism in a food web will affectsome organisms but not others;

• decomposers are not living things and are not an important part of anenvironment;

• food chains do not necessarily start with a producer. For example, theymay not realise that bread comes from flour which is obtained byprocessing wheat (a green plant), or that cheese is made from milkproduced by a cow that has fed on grass.

Teachers can help students to expand their conceptual understandings by:

• posing questions that help them to realise there are micro-organisms, air,water, sunlight and soil in ecosystems;

• encouraging discussion about the need of living things for oxygen, carbondioxide, water and sunlight;

• sharing examples of food chains and food webs in different ecosystems;

• tracing the changes that take place throughout the whole food web;

• encouraging discussion about the role of decomposers in ecosystems andwhat happens to the waste products of living things and to living thingswhen they die.


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Terminology

Terms associated with interactions of living and non-living things in anenvironment are essential to the activities in this module — for example:

carnivore dispersal of seeds food web omnivorecompetition ecosystem herbivore photosynthesisconsumer environment interactions pollinationdecomposer food chain micro-organism producer

Students may already be familiar with some of these terms and understandtheir meanings and use in scientific contexts. If so, the activities in thismodule will provide opportunities for them to evaluate current usage. If not,these activities will provide opportunities for students to develop theirunderstandings.

Cooperative learning — working in groups

Many of the activities in this module are best conducted in small groups.When students are working in groups, there should be a focus on cooperativelearning. Information about cooperative learning is provided in thesourcebook guidelines, appendix 2.

School authority policies

Teachers need to be aware of and observe school authority policies that maybe relevant to this module.

Safety policies are of particular relevance to the activities that follow. It isessential that demonstrations and student activities are conducted accordingto procedures developed through appropriate risk assessments at the school.

In this module, teachers need to consider safety issues relating to:

• observing and handling biological material, including live animals andplants;

• conducting excursions to field study sites;

• using electrical appliances;

• using potting mix.

Teachers also need to consider policies related to the ethical use of animals inthe learning environment.

Support materials and references

Clark, H. 1993, Science Directions, Book 2, Pearson Education, Melbourne.

Watson, G. 1995, Science Works, Book 2, Oxford University Press,Melbourne.


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Components of habitats

Focus

This activity provides opportunities for students to observe a variety ofhabitats and to collect information about the living and non-livingcomponents of these.

Materials

For each student:

• disposable gloves

For each group:

• jars with lids (some ventilated)

• magnifying lenses

Teaching considerations

Choosing habitatsProvide opportunities for students to observe the features of two or morehabitats. Types of habitats will depend on the local environment but could include:• a grassy area in the school grounds;• a pond, lake or creek;• a rocky shore;• wetlands;• dry forest;• rainforest;• sand dunes.

It may be necessary to discuss what is meant by living and non-living componentsof habitats before students begin their observations.

SafetyInspect study areas beforehand and inform students of potential risks and how tomanage them.

Inform students about safe practices for investigating and handling plants andanimals — for example:• Identify plants and animals that may be dangerous or cause allergic reactions.• Wear gloves at all times.• Handle animals in a safe, gentle and non-threatening way.• Minimise disturbance to animals and plants in the habitat.• Do not lick or taste plant matter.• Do not stand close to the edges of rivers or ponds.

When working outdoors, students should wear suitable footwear, protectiveclothing, hats and sunscreen.

Introductory

A C T I V I T Y

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Working scientifically

Time: 60 minutes

Working in small groups, students observe different habitats and collectinformation about the living and non-living things present. The following aresome ideas for guiding their observation:

• Describe the area being studied.

• Name, describe and/or draw the different types of animals present.

• Record and describe any evidence of the presence of other animals in thearea even though they may not be there at this time — for example, tracksor droppings.

• Name, describe and/or draw the different types of plants present.

• Name, describe and/or draw any other living things present — forexample, fungi (mushrooms, toadstools), lichens (white or green livingmaterial found on rocks and concrete).

• Record and describe any evidence of the presence of decomposers — forexample, fallen trees that have spongy wood, bracket fungi on the trunks,or leaves that are soft and brown.

• Name and describe the non-living components of the habitat.

• Collect samples of soil or sand in a ventilated jar. Also collect samples ofwater from any ponds or creeks in the area. Inspect the samples withmagnifying lenses to observe any living things present. Name and describethese.

• Draw a diagram of the area studied.

Students record information in retrieval charts like the one below. Theycan display their charts and diagrams in the classroom and use these as areference for later activities.

Students list two non-living things and three living things (at least oneplant and one animal) from one of the habitats investigated. They then writeabout the relationships that exist between pairs of these things — for example:

• green plant needs sunlight to photosynthesise;

• magpie eats grub;

• ant lives in soil.

Gathering information about student learningSources of information could include:

• students’ retrieval charts and diagrams;

• students’ notes about relationships between things observed.

Collectinginformation

IdentifyingMaking observations

Creating diagrams

Describing

General description

Animals present

Evidence of other animals

Plants present

Non-living components

Habitat observed:


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The needs of plants

Focus

This activity provides opportunities for students to discuss their thinkingabout the needs of plants.

Materials

For each group:

• small green plant

Teaching consideration

Students may be able to bring plants from home for this activity. Any green leafyplant will do.


Time: 60 minutes

In small groups, students observe a plant. Individually or asa group, they draw a diagram of the plant, labelling the stem, leaves, flowers,fruits, seeds and roots (if visible).

Students discuss their ideas about the needs of plants. Questions toguide thinking could include:

• What does a plant need to survive?

• From where do plants get water, oxygen, carbon dioxide, minerals, food(for energy) and sunlight?

• Which parts of the plant are used to obtain each of its needs?

In the class group, students compile a list of the needs of plants. Theythen make links between each need and the part(s) of the plant throughwhich that need is obtained. Students could do this in the form of a tableor through annotations on the diagrams drawn earlier.


• students’ diagrams;

• students’ contributions to discussions.

Introductory

A C T I V I T Y

Identifying

Making observationsCreating diagrams

Describing

Discussing thinking


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Soil, sunlight, wind and water

Focus

This activity provides opportunities for students to investigate theinteractions between non-living components of an ecosystem.

Materials

For each group:

• 6 metal or plastic trays (at least 15 cm x 15 cm with sides at least3 cm high)

• fine dry soil

• measuring cup

• 500 mL measuring jug

• water

• spray bottle filled with water

• electric fan

• desk lamp (with electric light bulb)

• thermometer

• kitchen scales


SimulationsThis activity involves simulating the interactions between non-living componentsof an ecosystem. For example, spraying water simulates rain falling, and shining adesk lamp simulates the sun shining. It may be necessary to perform some of thesimulations outdoors to avoid making a mess in the classroom.

SafetyInform students about safe practices for using electrical appliances.


Time: 60 minutes

Guided by the teacher, students discuss the term ‘interaction’. They thendiscuss what is meant by interactions between living and non-livingcomponents of an ecosystem and identify some of the interactions that occur.

In small groups, students discuss interactions between soil, sunlight, windand water in an ecosystem. Questions to guide discussion could include:

• Humans and other animals can move soil. What are some other ways thatsoil is moved from one place to another?

• What causes the amount of moisture in soil to vary?

• What causes the level of water in a pond or lake to vary?

• The temperature of water in a pond or lake varies. What causes this?

• What are some of the causes of landslides, floods and droughts?

Developmental

A C T I V I T Y

Performingexperiments

Making observationsMeasuring

Predicting

Constructing andusing models

Discussing thinking

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Students predict what they think will happen in each of the followingsimulations. In groups, they perform each one and record their observationsand results.

• Place a shallow layer of dry soil in a tray. Water lightly using the spraybottle.

• Place a shallow layer of dry soil in a tray. Pour one to two cups of waterdown one edge of the tray.

• Place a shallow layer of dry soil in a tray. Blow air onto the soil using a fan.

• Pour 500 mL of water into a tray and measure its temperature. Blow aironto the water for 10 minutes using the electric fan and then measure thetemperature and volume. Repeat this simulation several times, measuringtemperature and volume on each occasion.

• Pour 500 mL of water into a tray and measure its temperature. Shine thelamp on the water for 10 minutes and then measure the temperature andvolume. Repeat this simulation several times, measuring temperature andvolume on each occasion.

• Place some dry soil in a tray. Use the scales to measure and record thecombined mass of the soil and the tray. Spray the soil with water until it iscompletely damp and then measure and record the mass. Shine the lampon the damp soil for 20–30 minutes. Measure and record the mass every5 minutes. Compile the results in a table and present these as a graph.

Students write about what happened during the simulations. They should:• compare their observations with their predictions and note any differences;

• explain their observations;

• explain the results obtained.


• students’ contributions to discussions;

• students’ predictions;

• students’ observations and recording and presentation of data;

• students’ explanations of observations and results.


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Interactions between living things

Focus

This activity provides opportunities for students to develop an understandingof feeding relationships between living things in an ecosystem.

Students construct a food chain to represent feeding relationships.

Materials

• retrieval charts from the activity ‘Components of habitats’ (see pp. 7–8)

• resources about ecosystems and food chains


Students will be able to use their prior knowledge and experience to makedecisions about the eating habits of some living things. There will also be someinformation that they need to research. Allow time for this research and forhelping students to find and use appropriate resources.


Time: 60 minutes

Using a table like the one below, students list living things in the habitatsstudied in the first activity of the module and record:

• what these things eat or how they get their food;

• what eats them.

Students should use a separate table for each habitat and, at this stage,complete only the first three columns.

Students discuss their ideas and/or use resource material to come to anunderstanding of the terms ‘producer’ and ‘consumer’ in relation to livingthings. They then identify each of the living things in the tables as eithera producer or a consumer and enter this information in the last column.

Students discuss the term ‘food chain’. A key point that should be madeduring discussion is that all food chains start with a producer organism.

The teacher models the construction of some simple food chains basedon information in the tables. Students then construct several food chains foreach of the habitats studied. They could make cards for each living thing(using names or drawings) and paste these in their notebooks to form theirfood chains.

Looking for patternsMaking links

Creating diagrams

Developmental

A C T I V I T Y

Grassy habitat

Living thing Eats/gets food by . . . Eaten by . . . Producer/consumer

Green plant (nectar, Photosynthesis Butterfly, honeyeater,leaves, fruit, seeds) possum

Skink Mosquitoes, spiders Magpie, domestic cat


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Additional learningStudents investigate other relationships between living things in the

habitats studied — for example:

• how one living thing provides shelter for another;

• how animals are agents of pollination and seed dispersal.


• students’ tables and food chains;



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Food webs

Focus

This activity provides opportunities for students to enhance theirunderstanding of feeding relationships between living things in an ecosystem.

Students construct food webs to represent feeding relationships in a rainforestecosystem.

Materials

For the teacher and/or students:• Resource Sheet 1, ‘Constructing food webs’• Resource Sheet 2, ‘Food webs: Pond, grassland’• Resource Sheet 3, ‘Food webs: Mangrove, farmland’• Resource Sheet 4, ‘Rainforest ecosystem’


Students will need to observe food webs being constructed and look at examplesof food webs. See Resource Sheet 1 for a guide to one way of constructing a foodweb and Resource Sheets 2 and 3 for examples of food webs.

During discussion, introduce students to the terms ‘first-order’, ‘second-order’and ‘third-order’ consumers (see p. 5).


Time: 60 minutes

Students observe the teacher constructing a food web and look atexamples of food webs (Resource Sheets 2 and 3). They then construct foodwebs showing the feeding relationships between living things in the rainforestecosystem outlined on Resource Sheet 4. They could make cards for eachliving thing (using names or drawings) and paste these in their notebooks toform their food webs.

In the class group, students discuss their ideas and if necessary refer toresources to develop an understanding of the terms ‘herbivore’, ‘carnivore’and ‘omnivore’. They then group the animals in the rainforest food webunder these headings.

In small groups, students discuss what would happen to each organismin the rainforest ecosystem if a particular species decreased in number or ifone type of organism increased in number. Different groups could considerdifferent species. Questions to guide discussion could include:• Which organisms feed on . . . (the selected species)?• What would happen to the numbers of the feeding organisms?• What would be the flow-on effect of this change in numbers of organisms?• What would happen to the numbers of organisms that the . . . (selected

species) fed on?• Besides changing feeding relationships, could reducing the numbers of

. . . (selected species) have any other short-term or long-term effects onthe ecosystem?

Developmental

A C T I V I T Y

Identifying

Making plans

PredictingDealing in an orderlymanner with theparts of a complexwhole

Making links

Synthesising

Constructing andusing modelsDiscussing thinking

R ResourceSheets 2–4

R ResourceSheets 1–3


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Students use information from the food web constructed earlier toidentify and record groups of living things that compete for the same foodsource. Students then suggest ways that animals living in the same habitatavoid direct competition for food. Some ideas to stimulate discussion include:

• time of day when animals are active;

• places where animals feed — for example, in the trees, on the ground.


• students’ food webs;

• students’ lists of herbivores, carnivores and omnivores;



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Competition

Focus

This activity provides opportunities for students to investigate competitionbetween living things.

Materials

For each group:

• 12 bean seeds (soaked overnight)

• 2 small pots

• potting mix or garden soil

• ruler or tape measure


Choosing and planting seedsSuggestions are provided about the number and type of seeds to plant for thisinvestigation. Any fast-growing plants are suitable. Vary the number of seeds asnecessary to suit the size of the pot and the expected size of the chosen plants.The aim is to establish a situation where the plants are competing for resources.This occurs when the roots are filling the pot or when there are so many leavesthat they are competing for light. The larger or deeper the pot and the morenutrients there are in the soil, the longer it will take to see the effects ofcompetition.

SafetyInform students about safe practices for handling commercial potting mix —for example:• Check warnings on the packaging.• Avoid breathing in dust and spores.• Wash hands after using the mix.


Time: 40 minutes plus 10 minutes per recording session each day

In the class group, students discuss the meaning of the term‘competition’ and the resources that living things (particularly plants) mightcompete for in their environment.

Working in small groups, students prepare and conduct theirinvestigations according to the following directions:

• Place the same amount of potting mix or garden soil in two pots of thesame size. Label one pot A and the other B.

• Make ten holes about 2 cm deep in the soil in pot A. Place one seed ineach hole and cover with soil or potting mix. Plant two seeds in pot B inthe same way.

• Lightly water the soil and place the pots side by side in a protected, sunnyposition.

• Water each pot lightly with the same amount of water once per day. Takecare not to overwater the seeds. Too much water could cause them to rot.

A C T I V I T Y

Developmental

Collectinginformation

Performingexperiments

IdentifyingMaking observations

Measuring

Seeking reasons

Inferring from dataMaking comparisons

Describing

Summarising andreporting

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• Check the pots daily and record observations over a period of two weeks.Observations could be made of the number and heights of seedlings andthe number of leaves.

At the end of the observation period, students discuss the following:• How many of the seeds grew into seedlings?

• Suggest reasons why some seeds/seedlings did not grow.

• What is the average height of the seedlings in each pot?

• What is the average number of leaves on the seedlings in each pot?

• For what resources are the plants competing?

• Why might there be differences between the seedlings in each pot?

Each group summarises their results and conclusions and presents these tothe class.


• students’ observations and answers to questions;

• students’ presentation and interpretation of results;



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Plants and sunlight

Focus

This activity provides opportunities for students to develop an understandingof how plants depend on sunlight for survival.

Materials

Materials will depend on the method(s) of investigation chosen by students.This list is based on the sample investigation below.

For each group:

• bean seedlings

• 3 pots

• potting mix or garden soil

• 2 cardboard boxes tall enough to fit the plants inside and allow spacefor growth

• craft knife

• rulers or tape measures


SeedlingsSeedlings grown in the previous activity could be used for the investigation;however, these will need to be supplemented with others. The seedlings for eachgroup should be generally similar in size and number of leaves.

Sample investigationThe following steps outline one way of conducting the investigation:• Plant three similar seedlings in pots. Label the pots A, B and C.• Lightly water the three plants.• Place pot A inside one box and firmly close the lid so that no light can enter.• Cut a window 10 cm x 10 cm in one side of the other box. (Light will be able

to enter in one direction only.) Place pot B in this box and close the lid.• Leave pot C uncovered. It will act as the control.• Place the three pots next to each other in a protected, sunny position. The

window in the box containing pot B should face towards the sun.

Fair testsThe investigation will prepare students for demonstration of Science and Societycore learning outcome 4.2, ‘Students use the elements of a fair test whenconsidering the design of their investigations’. Suggestions for considering fairtesting are provided in the sourcebook guidelines, p. 35.

SafetyInform students about safe practices for handling commercial potting mix —for example:• Check warnings on the packaging.• Avoid breathing in dust and spores.• Wash hands after using the mix.

Inform students about safe practices for using knives — for example:• Cut on mats or thick wads of newspaper.• Carry the knives in sheaths or retract the blades.

Developmental

A C T I V I T Y

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Time: 60 minutes plus 5–10 minutes per recording session each day

In the class group, students discuss how living things (particularlyplants) use sunlight. They then consider ways of investigating the growth ofseedlings in different conditions — for example, without sunlight, withsunlight on one side only and in full sunlight.

Working in small groups, students decide how to conduct theirinvestigations, record their plans and prepare the necessary materials.

Students reflect on the structure of their investigations. The followingdiscussion questions are based on the sample investigation. Adapt these asnecessary to suit students’ chosen method(s) of investigation:

• What is the purpose of the investigation?

• Why was a window cut in one box and not the other?

• What do you think will happen to the plant in the box without the window?

• What do you think will happen to the plant in the box with the window?

• Why was one plant left out in the open?

• What do you think will happen to the plant in the open?

Students decide which measurements to make to record changes in theplants. They also determine methods of measurement, other observations tomake and recording methods. Observations could include:

• height of plant from soil level to tip of shoot;

• length of stem between the second and third set of leaves;

• colour of leaves;

• number of leaves;

• angle at which the stem deviates from the vertical.

Students observe each plant daily for one to two weeks, recording theirobservations. (Plants should be lightly watered each day to keep the soil moist.Overwatering will cause the soil to become waterlogged, and the roots may rot.)

Students present the results of their investigations and describedifferences between the three plants. They discuss these differences and useinformation gathered during the activity to draw conclusions about theplants’ need for sunlight.

Additional learningStudents discuss some of the ways that green plants maximise their

exposure to sunlight — for example, leaf size and orientation, height of trees,growth habits of lianas and epiphytes.


• students’ answers to questions about the structure of the investigation;

• students’ discussion about information to be collected and methods ofcollection;

• students’ observations, recording of data and presentation of results andconclusions.

Performinginvestigations

Making observations

Measuring

PredictingDrawing conclusions

Making comparisons

Describing


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Interactions

Focus

This activity provides opportunities for students to demonstrate theirunderstanding of the types of interaction between the living and non-livingparts of the environment.

Materials

• students’ tables and food chains from the activity ‘Interactions betweenliving things’ (see pp. 12–13)


Students could complete this activity for more than one ecosystem if they wish,or if they need more opportunities to demonstrate understandings.


Time: 60 minutes

Students use tables and food chains from the activity ‘Interactionsbetween living things’ to complete the following for one ecosysteminvestigated:

• Construct a food web to show the feeding relationships between the livingthings.

• List the living things that compete for the same food source.

• Identify and describe any other interactions that occur between the livingthings.

• List the herbivores, carnivores and omnivores.

• Identify the needs of each living thing that are supplied by non-livingcomponents of the environment.

• Describe the effect that the living things have on the non-livingcomponents of the ecosystem.

• Describe some interactions that occur between the non-living componentsof the ecosystem.

• Consider a situation where there is a change in the number of one type ofliving thing. Describe the effect of this change on each other living thing.

• Consider a situation where there is a change in the non-livingenvironment — for example, water pollution. Describe possible effects ofthis change on living things in the ecosystem.

Gathering information about student learningSources of information include:

• students’ food webs;

• students’ analyses of interactions in the ecosystem.

Culminating

A C T I V I T Y

Forecasting

IdentifyingAnalysing

Dealing in an orderlymanner with theparts of a complexwhole

Generalising

Making linksSuggesting

Constructing models

Describing


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Constructing food websR

esource S

heet 1

R1The following steps describe one way of constructing a food web:

1. Create a table that lists:

• all the living things in the ecosystem;

• what they eat or how they get food;

• what they are eaten by;

• whether they are a producer, a first-order, second-order or third-orderconsumer, or a decomposer.

This has been done for the living things in a grassland ecosystem:

Producer orLiving thing Eats/gets food Eaten by … order of consumer

or decomposer

(continued)

Green plant (flowers, Photosynthesis Mouse, stick insect, Producerfruits, leaves and caterpillar/butterfly,seeds) seed-eating bird

Seed-eating bird Seeds of green plant Snake First-order consumer

Mouse Fruits, seeds of green Snake First-order consumerplant

Stick insect Leaves of green plant Spider First-order consumer

Caterpillar/butterfly Flowers, fruits, leaves Spider, carnivorous First-order consumerof green plant bird

Snake Mouse Carnivorous bird Second-orderconsumer

Spider Stick insect, Carnivorous bird Second-ordercaterpillar consumer

Carnivorous bird Caterpillar, snake, Second- and third-spider, butterfly order consumer

Fungus Decomposition of Decomposerwastes and deadorganisms

Bacterium Decomposition of Decomposerwastes and deadorganisms


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2. Place all producers on one line and all first-order consumers one line above theproducers, leaving space to add arrows later. Place all second-order consumers oneline above the first-order consumers, and all third-order consumers one line abovethe second-order consumers.

In many ecosystems, some consumers feed from organisms at more than one level.These consumers should be placed at the highest level at which they consume. Forexample, the carnivorous birds in the grassland ecosystem are second-order andthird-order consumers because they eat caterpillars (first-order consumers) andsnakes and spiders (second-order consumers). They should therefore be placedabove the second-order consumers in the food web.

3. Place arrows between organisms to indicate that one of them feeds on the other.The arrow should always point towards the ‘eater’. Each organism may have multiplearrows pointing towards it and/or away from it.

4. Place decomposers below the producer organisms. Add downward arrows withbroken lines from organisms to represent decomposition of wastes and deadorganisms.

Refer to Resource Sheet 2 for an example of a grassland food web.

Constructing food webs (continued)R

esource S

heet 1

R1


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Pond food web

Grassland food web

Food webs: Pond, grasslandR

esource S

heet 2

R2


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Food webs: Mangrove, farmlandR

esource S

heet 3

R3Mangrove food web

Farmland food web


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Reso

urce Sheet 4

R4Producer or

Living thing Eats/gets food Eaten by . . . order ofby . . . consumer or

decomposer

Green plant Photosynthesis Marsupial mouse, Producer(fruits, leaves flying fox, moth,and nectar) caterpillar,

honeyeater

Marsupial Fruits of green Quoll, First-ordermouse plant carpet snake consumer

Flying fox Fruits of green Quoll First-orderplant consumer

Moth Nectar of green Tree creeper, First-orderplant honeyeater consumer

Caterpillar Leaves of green Tree creeper First-orderplant consumer

Honeyeater Nectar of green Hawk First- and second-plant, moth order consumer

Tree creeper Moth, Hawk, Second-ordercaterpillar carpet snake consumer

Quoll Marsupial mouse, Hawk Second-order(native cat) flying fox consumer

Carpet snake Marsupial mouse, Hawk Second- and third-tree creeper order consumer

Hawk Tree creeper, Third-orderhoneyeater, quoll consumer

Bacterium Decomposition Decomposerof wastes anddead organisms

Use the information in the table to create a rainforest food web.

Rainforest ecosystem


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Acknowledgments

This module includes material developed by Shama Prasad who attended a modulewriting workshop organised by the Science Teachers’ Association of Queensland andthe Queensland School Curriculum Council.

This sourcebook module should be read in conjunction with the following QueenslandSchool Curriculum Council materials:

Years 1 to 10 Science SyllabusYears 1 to 10 Science Sourcebook: GuidelinesScience Initial In-service Materials

ISBN 0 7345 2105 7


Queensland schools are permitted to make multiple copies of this module without infringing copyrightprovided the number of copies does not exceed the amount reasonably required for teaching purposes inany one school. Copying for any other purposes except for purposes permitted by the AustralianCopyright Act 1968 is prohibited.

Every reasonable effort has been made to obtain permission to use copyright material in all sourcebookmodules. We would be pleased to hear from any copyright holder who has been omitted.

The State of Queensland and the Queensland School Curriculum Council make no statements,representations, or warranties about the accuracy, quality, adequacy or completeness of, and users shouldnot rely on, any information contained in this module.

The State of Queensland and the Queensland School Curriculum Council disclaim all responsibility andliability (including without limitation, liability in negligence) for all expenses, losses, damages and costswhatsoever (including consequential loss) users might incur to person or property as a result of use of theinformation or the information being inaccurate, inadequate, or incomplete.

Any inquiries should be addressed to:Queensland School Curriculum CouncilPO Box 317Brisbane Albert Street, Q 4002Australia

Telephone: (07) 3237 0794Facsimile: (07) 3237 1285Website: http://www.qscc.qld.edu.auEmail: [email protected]

Illustrations by Stephen Francis

PIP 99141

years 1 to 10 sourcebook module science upper primary level · science upper primary level years 1...

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